Brain Compatible Instruction

Marilyn ReynoldsEDU 417 Cognitive Studies

CapstoneInstructor: Dr. Maureen Lienau

June 9, 2014

Purpose of Presentation

The purpose of this presentation is to increase awareness of the benefits of brain-compatible teaching and instruction within the classroom.

Research supports the notion that the brain learns best through rich, complex, and multi-sensory environments (Jensen, 2000).

My Introduction My name is Marilyn

Reynolds. I live in California with my husband of 4 years. My home is in Texas, where most of my family still lives. I am a proud mother of 4 children, all adults…and a very proud grandmother of one little girl, who is 7 years old. Needless to say, my favorite thing to do is to fly home and spend family time.

Brain-Compatible Learning Brain-Based education is best

understood in 3 words: engagement, strategies, and principles, (Jensen, 2008). He explains, “It is the engagement of strategies based on principles derived from an understanding of the brain”.

Compare and Contrast TRADITIONAL LEARNING

BRAIN COMPATIBLE LEARNING

Molding students was operant conditioning (through rewards and punishment)

Teachers stand at front of classroom and read or lecture. No interaction.

Immediate feedback Grades determine a

lesson learned

Focus on the whole child Data driven/immediate

feedback Involves every aspect of

how the brain learns best according to scientific and research based learning principles

More teacher/student interaction and dialog

An emotional component is present and focused upon

Various Factors that impact learning

GENETIC ENVIRONMENT

Brain development Medical conditions

Safety Relaxed alertness Threat and stress free Classroom with the

effects of home Visually appealing Aromas Textures Proper rest and nutrician

Food is good for your mood

Lack of sleep causes short attention span

Benefits of a Brain compatible setting

Trouble processing or retaining

How students process and retain information

The human brain is the ultimate multi-tasking machine, constantly doing many things at once. This is because the brain is geared toward survival and is, in actuality, poorly designed for linear, lock-step instruction (Jensen, 2000).

The brain processes different types of learning through different pathways (Jensen, 2000). He goes on to explain, “For words, text, and pictures, input to the brain arrives from our senses or generated internally.

The brain and its functions

Learning is FUN http://www.brainrush.com/lesson/how

-farm-animals-feed-us Educational games gives immediate

feed back The teach determination Provide children ethical ways to meet

challenges

Future for Brain-Compatible Techniques

Is there a future for brain-based learning for students and a future for brain-compatible techniques being taught by our teachers of tomorrow?

 The brain of a student is the most important aspect of the body to a teacher, educator and parent, after all; its function or dysfunction determines their livelihood

Brain-compatible instruction IS here to stay

Let’s welcome a BRIGHTER Future…

References Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader on the

brain and learning. (1st ed.). San Francisco, CA: Jossey-Bass.

Dow, C. B. (2010). Young children and movement: The power of creative dance. YC Young Children, 65(2), 30-34. Retrieved from http://search.proquest.com/docview/197650365?accountid=32521

Jensen, Eric (2000), Brain-Based learning: The Paradigm of Teaching, (2nd ed.)

Osborne, C. (n.d.). BRAIN-COMPATIBLE TEACHING & LEARNING. Retrieved from http://ozpk.tripod.com/higher

Jensen, E. P. (2008, October 1). A fresh look at brain-based education. Florida Association of School Administrators. Retrieved from http://www.fasa.net/upload_documents/neuroplasticity10.29.pdf

McDaniel, R. (2008, July 28). Brain based learning vs. traditional learning. Yahoo Voices. Retrieved from http://voices.yahoo.com/brain-based-learning-vs-traditional-learning-1717969.html